1. Fostering Discussion Before, During, and After Guided Reading Groups
EDC423
Dr. Julie Coiro

2. Agenda Feedback on Modeling/Think-Alouds Review QAR examples
Fostering open-ended discussions and text-talks
Discussion Webs > Book Activity 5
From IRE to Text Talk Queries
NEXT CLASSES: Literature Circles, Vocabulary Development, and Literature Journals

3. Discussing and Responding to Realistic Fiction
In class
During Reading Instruction
QAR and Text Talk Queries (Guided Conversations)
Discussion Webs
Post Reading Instruction
Literature Circles: a structure for talking about a book with peers
Literature Response Journals: a space to freely express personal responses to a book
Activity # 5
Activity # 6
Next Book/Activity #7

4. Where do these responses fit into a Metacognitive Reading Framework?
Think-Aloud/Model
Define/Explain
Notice
Clarify for practice
Refine (small groups)
Let strategy use gel
Self-Assessment
What can I do now? Next goals?
QAR (Four Levels)
Text Talk (Guided Conversations)
Discussion Webs;
Literature Circles;
Literature
Response Journals

5. QAR Examples from Hollis Woods (page 18-20)
Right There: What had Hollis eaten for breakfast that morning? P. 19
Think & Search: What caused Hollis to have a blister on her thumb? P. 18
Author & You: Why did the author make Josie pretend not to notice Hollis? P. 19
On Your Own: At this point in the story, would you have liked to live with Josie? Why/why not?
Right There: What had Hollis eaten for breakfast that morning? P. 19: Cereal, bananas, Danish;
Think & Search: What caused Hollis to have a blister on her thumb? (p. 18) (clues: hacking wood; cleaning up the grove trees; a pile of wood);
Author & You: she was engrossed in her carving and didn’t look up with Hollis entered the kitchen; “She knew I was there” Josie didn’t want to scare Hollis away; wanted to force Hollis to get involved, rather than pushing away;
On Your Onwn:
Examples from pages 55-58?

6. Integrating QAR into Reading Instruction
Read, Write, Think Examples
Day 1, Phase 1: Whole Group Model while reading aloud The Story of Ruby Bridges
Day 1, Phase 2: Small guided reading group with “leveled” booklist about Civil Rights to practice
Day 2, 3, and 4: Rotate through centers
Adapt Ruby Bridges song, writing a letter, and making QAR posters
Revisit/Apply to other books in the collection
Day 5: Whole group discussion of texts and how to apply QAR strategy to ask and answer questions
Lesson: Applying QAR to pictures (Tuesday)

7. Developing Higher-Level and Open-Ended Questions for Guided Reading Discussion
Discussion Webs
Avoid the tendency to dominate conversation by giving students a voice
Students think individually and then meet with partner to work toward consensus
1. Prepare students for the reading
2. After reading, pose a key question and students discuss pros and cons with supportive evidence
3. Student pairs meet with another pair, discuss further, and come to consensus

8. Discussion Webs
See Alvermann 1991 Reading Teacher article on our wikispace

9. Discussion Webs

10. Discussion Web Consensus Summary

11. Discussion Web Ideas for Pictures of Hollis Woods?
Example: Should Hollis stay with Josie?
Book Activity 5 >> Can you think of questions you might use to go along with sections of Pictures of Hollis Woods? (for students to complete as one of their response activities)

12. Text Talk Queries (Guided Conversations)
Purpose: Move beyond IRE (Initiate > Respond > Evaluate) to help students construct deep meaning through explanation and discussion (rather than quizzing about details and getting one word answers)
QUESTIONS
Assess student comprehension after the fact
Focus on teacher-to-student interactions (individuals responds and teacher evaluates)
QUERIES
Help students to develop meaning about big ideas during reading
Facilitate group discussion about author’s ideas and encourage student-to-student and student-to-teacher interactions (goal: students build on each other’s contributions)

13. Text Talk Queries: How to Begin?
1. Determine major understandings and possible confusions you anticipate students might have
2. Segment the text at meaningful stopping points
3. Develop open-ended QUERIES to encourage readers to understand the important ideas/themes and appreciate how the character/idea develops over time
Initial Query: What’s going on here?
Follow-up: What does that tell us? What do you think about that? How does that connect with …?
Other types of queries (see your handout)
Initial Queries -- Follow-up Queries -- Narrative Queries

14. Text Talk Queries: How to Begin?
What to focus on?
Engaging with Big Ideas – underlying messages and author’s craft
Anticipating and supporting Possible Confusions – goal is deeper meaning, but may need to use “training wheels” and decrease/increase question levels to support students
Foster dialogue beyond one word answers
** Don’t decrease your expectations – instead, increase your support!!

15. Use Elements of Quality Realistic Fiction to Guide Your Instruction
Characteristics:
A good story that engages readers to care about the outcome
** Character development forms an integral part of the story
Involve a challenging situation requiring problem solving or reflection
Readers left with optimistic message that problems can be overcome and people have control over their lives
Keep in mind as you read and reflect on Hollis Woods

16. Developing Text Talk Queries for Hollis Woods
If you don’t have a teacher’s guide…
What framework is useful for structuring key ideas in most narratives?
What are some of the author’s underlying messages/themes in Hollis Woods?

17. Thematic Topics (Big Ideas) in Hollis Woods
Setting, characters, problem, and solutions
Belonging – Being needed and wanted
Family – Typical relationships in a family
Friendship – Friendship and loyalty
Abandonment – Anger, toughness, and determination
Truth – The moment of truth
Hope – Hopelessness in life and hope through art
** Can you determine the author’s underlying message about each, anticipate any possible confusions, and use author clues to help your students explore at least one of these messages in your lesson?

18. Developing Text Talk Queries – Trying It Out
Big Ideas…Belonging
Possible confusion…What would it be like to not have any family you could call your own?
Text Clues: Page 56: All week I’d had a pain in my chest. I was waiting to see what the mustard woman would do. School was all right – I made two A’s but had no friends. But if the mustard woman talked to Josie for more than five minutes she’d know about Josie. Strange how much I wanted to stay. Maybe it was because Josie needed me. I’d never been needed before. Or wanted? asked a voice in my head. The Old Man had wanted me, I told myself. So had Izzy, so had Steven. Then why?

19. Text Talk Queries Deeper understanding of the Big Idea (Belonging)
I’d never been needed before. Or wanted? asked a voice in my head.
Page 56 - Inferential: So what’s going on here?
Response: Hollis is feeling very strange – she’s realizing she actually might want to stay with Josie and is afraid The Mustard Women will see that Josie can’t remember things.
Follow-up 1: So, why would it matter if Josie can’t remember things?
Response: Because Hollis will have to leave if Josie can’t take care of her, but Hollis really wants to stay because she feels needed.
Follow-up 2: So, Hollis says…I’d never been needed...or wanted. What’s the difference between being needed and being wanted?
Followup 1: helping to realize that Hollis wants to belong to someone.
Followup 2: help to realize that part of feeling like you belong to someone is not only that they need you (to feed you, pay for things), but also that they WANT you.

20. Text Talk Queries Deeper understanding of the Big Idea (Belonging)
I’d never been needed before. Or wanted? asked a voice in my head.
Response: Being needed is when someone needs you (like to pay for their food or clothes), but being wanted is a little stronger – like they want to be with you, and they like to be with you – they don’t just have to.
Follow up: So, how do both contribute to belonging?
Response: To feel really loved, there should be some of both…
Follow up: Tell us more about that… [prompt discussion]
Response:
Follow up: Which do you think is more important to Hollis and why?[open-ended question requiring supporting evidence; discussion web??]

21. Text Talk Queries Deeper understanding of the Big Idea (Belonging)
I kept my head in my books, made two A’s, but had no friends.
Page 56 – Inferential: Why is it so difficult for Hollis to make friends?
Response: Maybe she doesn’t trust anyone.
Follow up: What do you mean? [multiple interpretations]
Response: She’s been left out too many times.
Response: She’s afraid to get too attached – it’s safer to just read, do well in school, and keep to herself.
Follow up: So why do you think Hollis wants to do well in school now?
Response:
Follow up: What might the author be trying to tell you about Hollis by having her wanting to do well in school now? What would you do if you were in Hollis’ shoes? (open-ended question to foster discussion, opinions)

22. Text Talk Queries You Try It: Big Idea???
Quote with key passages/details.
BIG IDEA AND POSSIBLE CONFUSIONS
Select a text - Page # & Key phrases – ASK A QUESTION [Inferential – require evidence and thinking]
Response: anticipated response, but not quite there
Follow up: SCAFFOLDED QUESTION OR PUSH FOR DEEPER THOUGHT
Response:
Follow up: (Maybe EVALUATIVE) ASK OPEN-ENDED QUESTIONS THAT ENCOURAGE DIALOGUE AND A LINE OF CONVERSATION AND OPINIONS

23. Lesson Plan Guided Discussion
Passage from text
Big Idea…
Possible confusion…
Page XX – Inferential/Evaluative:
Response:
Follow up:
So let’s practice a bit before this…

24. Big Idea #2: _________
“It’s a gift to draw things the way they are….And something else,” the old man said. “You shine through in your drawings.” I looked up at him, really looked at him, not a quick glance that darted away so he couldn’t see my eyes. “My name…,” I began as he folded himself down on the step next to me. “Hollis Woods is a real place.” I shrugged a little. “Holliswood,” I said. “One word, I think.” When the Old Man spoke, I jumped. “It’s where they found you, as a baby?” “An hour old,” I said in an I-don’t-care voice. “No blanket. On a corner. Somewhere.” Didn’t a baby deserve a blanket? “And just the scrap of paper: CALL HER HOLLIS WOODS.” (p. 48)

25. Big Idea #3: __________
“I’ve found a family for her,” the mustard woman said. “A mother and father with a three-year-old boy and a dog.” She kept leaning forward, trying to make me look at her. “I think I remember you like dogs, Hollis.” “Sharks,” I said, “and barracudas, not dogs.” “A family would be nice,” Josie said….. The mustard woman stood up then. I’ll keep in touch, she said, “Would you like me to drive you to school now?” I shook my head. “I can walk.” She turned to go. “By the way,” I said. “You have a sticker on the back of that shirt. X-L. Extra large,” I said, feeling mean. (p. 66)

26. Homework
Finish reading Hollis Woods (Chapter 12-18) and complete author craft summary chart
Book Activity 5: Discussion Web
Book Activity 6: Complete your activity for your Literature Circle Role
Thinking ahead:
Nov. 10. Quiz #2 and Lesson Plan Examples
Appointments for thinking through lesson plan? Come prepared with ideas and I can help

27. Exploring Literature Circle Roles (for Book Activity 6)
Discussion Director
Literary Luminary
Connector
Character Captain
Artful Adventurer
Vocabulary Enricher
Choose roles: 6 groups of 4-5 students

28. Literature Circle Roles

29. Literature Circle Roles